The Role of Executive Control of Attention and Selective Encoding for Preschoolers' Learning

Roderer, Thomas; Krebs, Saskia; Schmid, Corinne; Roebers, Claudia M.

doi:10.1002/icd.738

Cited by 24 publications

(22 citation statements)

References 43 publications

(52 reference statements)

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“…The present study also found similar results to those of Roderer, Krebs, Schmid, and Roebers (2012) with regard to distractibility and engagement. In their study of selective encoding for learning, they found that preschoolers were able to increase attention towards relevant stimuli of the present study, preschoolers seem able to increase attention towards relevant stimuli also in TA-based learning environments which are more visually complex and narratively elaborated.…”

Section: Discussionsupporting

confidence: 90%

Scaffolding executive function capabilities via play-&-learn software for preschoolers.

Axelsson

Andersson

Gulz

2016

Journal of Educational Psychology

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Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support.Currently there are, for instance, more than 1000 iPad apps tagged for preschool. Thus it has become increasingly important to empirically investigate whether these kinds of software actually provide educational benefits for such young children. The study presented in the present paper investigated whether preschoolers have the cognitive capabilities necessary to benefit from a teachable-agent-based game of which pedagogical benefits have been shown for older children.The role of executive functions in children's attention was explored by letting 36 preschoolers (3;9 -6;3 years) play a teachable-agent-based educational game and measure their capabilities to maintain focus on pedagogically relevant screen events in the presence of competing visual stimuli. Even though the participants did not succeed very well in an inhibition pre-test, results showed that they nonetheless managed to inhibit distractions during game-play. It is suggested that the game context acts as a motivator that scaffolds more mature cognitive capabilities in young children than they exhibit during a non-contextual standardised test. The results further indicate gender differences in the development of these capabilities.

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Section: Discussionsupporting

confidence: 90%

Scaffolding executive function capabilities via play-&-learn software for preschoolers.

Axelsson

Andersson

Gulz

2016

Journal of Educational Psychology

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“…9,17–22 Furthermore, evidence of the effectiveness of targeted interventions to improve EF skills is mounting. 23–26 Hence, it is important to identify conditions associated with EF risk to promote early assessment and targeted intervention.…”

mentioning

confidence: 99%

Neurocognitive Risk in Children With Cochlear Implants

Kronenberger

Beer

Castellanos

et al. 2014

JAMA Otolaryngol Head Neck Surg

111

117

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IMPORTANCE Children who receive a cochlear implant (CI) for early severe to profound sensorineural hearing loss may achieve age-appropriate spoken language skills not possible before implantation. Despite these advances, reduced access to auditory experience may have downstream effects on fundamental neurocognitive processes for some children with CIs. OBJECTIVE To determine the relative risk (RR) of clinically significant executive functioning deficits in children with CIs compared with children with normal hearing (NH). DESIGN, SETTING, AND PARTICIPANTS In this prospective, cross-sectional study, 73 children at a hospital-based clinic who received their CIs before 7 years of age and 78 children with NH, with average to above average mean nonverbal IQ scores, were recruited in 2 age groups: preschool age (age range, 3–5 years) and school age (age range, 7–17 years). No children presented with other developmental, cognitive, or neurologic diagnoses. INTERVENTIONS Parent-reported checklist measures of executive functioning were completed during psychological testing sessions. MAIN OUTCOMES AND MEASURES Estimates of the RR of clinically significant deficits in executive functioning (≥ 1 SDs above the mean) for children with CIs compared with children with NH were obtained based on 2 parent-reported child behavior checklists of everyday problems with executive functioning. RESULTS In most domains of executive functioning, children with CIs were at 2 to 5 times greater risk of clinically significant deficits compared with children with NH. The RRs for preschoolers and school-aged children, respectively, were greatest in the areas of comprehension and conceptual learning (RR [95% CI], 3.56 [1.71–7.43] and 6.25 [2.64–14.77]), factual memory ( 4.88 [1.58–15.07] and 5.47 [2.03–14.77]), attention (3.38 [1.03–11.04] and 3.13 [1.56–6.26]), sequential processing (11.25 [1.55–81.54] and 2.44 [1.24–4.76]), working memory (4.13 [1.30–13.06] and 3.64 [1.61–8.25] for one checklist and 1.77 [0.82–3.83] and 2.78 [1.18–6.51] for another checklist), and novel problem-solving (3.93 [1.50–10.34] and 3.13 [1.46–6.67]). No difference between the CI and NH samples was found for visual-spatial organization (2.63 [0.76–9.03] and 1.04 [0.45–2.40] on one checklist and 2.86 [0.98–8.39] for school-aged children on the other checklist). CONCLUSIONS AND RELEVANCE A large proportion of children with CIs are at risk for clinically significant deficits across multiple domains of executive functioning, a rate averaging 2 to 5 times that of children with NH for most domains. Screening for risk of executive functioning deficits should be a routine part of the clinical evaluation of all children with deafness and CIs.

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“…proposed three functions of memory strategies, including 1. offering organizational structure to assist in learning and acquire message, 2. systematically storing learning materials into the memory structure to help remain learning materials in the memory without being forgotten, and 3. providing clues to assist in message extraction (Hsu et al, 2013). Roderer et al (2012) pointed out multiple memory strategies as a practical magic to have memory become accurate and rapid after the application. Sonuga-Barke ＆ Fairchild (2012) defined multiple memory strategies as the involved behaviors and thinking in the encoding process when leaners engaging in learning.…”

Section: Multiple Memory Strategiesmentioning

confidence: 99%

“…(2) Learning gains, containing learning satisfaction, achievement, and preference. Roderer et al (2012) indicated that selecting memory strategies suitable for learners could achieve the learning outcomes and reduce time. Sonuga-Barke ＆ Fairchild (2012) revealed that students' use of memory strategies was significantly correlated with the performance of learning achievement.…”

Section: Learning Achievementmentioning

confidence: 99%

Effects of Matching Multiple Memory Strategies with Computer-Assisted Instruction on Students’ Statistics Learning Achievement

Liu

Lin

2016

EURASIA J MATH SCI T

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In the era when digitalization is pursued, numbers are the major medium of information performance and statistics is the primary instrument to interpret and analyze numerical information. For this reason, the cultivation of fundamental statistical literacy should be a key in the learning area of mathematics at the stage of compulsory education. The emphasis on the expression and communication of charts, the understanding of preliminary concepts of sampling and probability, and the accurate application of statistical data to real life should be the blueprint of the thematic instruction. To effectively achieve the research objectives and test the research hypotheses, the nonequivalent pretest posttest control group design model is utilized for the experimental research. Total 208 students in Nanjing Auditing University are sampled for the 15-week experimental instruction, 3hr per week for total 45 hours. The research results are summarized as below. 1. Multiple memory strategies reveal significant effects on learning outcomes. 2. Multiple memory strategies appear remarkable effects on learning gains. 3. Computer-assisted instruction presents notable effects on learning outcomes. 4. Computer-assisted instruction shows significant effects on learning gains. 5. Matching multiple memory strategies with computer-assisted instruction could remarkably promote learning outcomes. 6. Matching multiple memory strategies with computer-assisted instruction could notably enhance learning gains. According to the analyses, suggestions are proposed to help the statistics instruction in mathematics and promote students 'statistics learning achievement.

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The Role of Executive Control of Attention and Selective Encoding for Preschoolers' Learning

Cited by 24 publications

References 43 publications

Scaffolding executive function capabilities via play-&-learn software for preschoolers.

Scaffolding executive function capabilities via play-&-learn software for preschoolers.

Neurocognitive Risk in Children With Cochlear Implants

Effects of Matching Multiple Memory Strategies with Computer-Assisted Instruction on Students’ Statistics Learning Achievement

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